Phonemic Awareness in the Middle School - TAT2 Task 3 - Instructional unit plan

Aug 29, 2026

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Instructional unit plan for phonemic awareness in middle school, built around TAT2 Task 3. The unit defines instructional goals, target population, delivery approach, instructional sequence, and materials needed. It details assessment of student performance and provides a structured instructional flow with task analysis and performance objectives for consonant rules, long vowel rules, vowel rules (including vowels with “r”), and sentence creation using phonemic rules, each measured with specified accuracy benchmarks.

LanguageEnglish

CategoryPresentations

FormatPDF

Pages69

Reading Time24 min

AccessFree to download

Phonemic Awareness in the Middle School

Overview of Instructional Unit

Instructional Goal

Target Population Overview

Length

Delivery Approach

Instructional Sequence

Materials Needed for Unit of Instruction

Overview of Lessons

Student Performance Assessed

Delivery of Instruction

Instructional Materials

Physical Resources

Task Analysis with Supporting Performance Objectives

Lesson Plans

Kamra Kay 000402448 Carla Lee TAT2 Task 3 Phonemic Awareness in the Middle School June 11, 2015 Table of Content Table of Content.......................................................................................................................................... 2 Phonemic Awareness in the Middle School .............................................................................................. 5 Overview of Instructional Unit................................................................................................................... 5 Instructional Goal ..................................................................................................................................... 5 Target Population Overview ..................................................................................................................... 6 Length ..................................................................................................................................................... 6 Delivery Approach .................................................................................................................................... 7 Instructional Sequence ............................................................................................................................. 7 Materials Needed for Unit of Instruction .................................................................................................... 8 Overview of Lessons ............................................................................................................................... 10 Student Performance Assessed ............................................................................................................... 13 Delivery of Instruction.............................................................................................................................. 15 Instructional Materials............................................................................................................................. 18 Physical Resources .................................................................................................................................... 19 Task Analysis with Supporting Performance Objectives...................................................................... 20 Task 1.0 Identifying Consonant Rules .............................................................................................................. 20 Performance Objective 1: Given a selected text, students will be able to read and identify words that follow the rules of silent consonant sounds and beginning, middle, and ending consonant pairs (wr, rh, kn, wh, sc, ck, mb, gn, gh, t, sh, th, wh, shr, ch, ng, tch, gh, ph) with 90% accuracy.................................................................... 20 Performance Objective 2: Given silent consonant and beginning, middle, and ending consonant flashcards, students will be able to correctly sound out each word with 90% accuracy..................................................... 20 Task 2.0 Identifying Long Vowel Rules ............................................................................................................ 20 Performance Objective 3: Given a selected text, students will be able to read and identify words that follow the rules of long vowels (ee, e_e, -e, ea, ey, -y, ie, ei, a_e, ai, ay, ea, eigh, i_e, igh, -i, o_e, oa, oe, ow, o-, oo, u_e, ue, ew, ui, ou, u) with 90% accuracy................................................................................................................... 20 Performance Objective 4: Given long vowel flashcards, students will be able to correctly sound out each word with 90% accuracy....................................................................................................................................... 21 Task 3.0 Identifying Vowel Rules ..................

FAQs

What is the instructional goal of the unit?

Students are guided to read and identify words that follow specific phonemic rules, demonstrating high accuracy on selected texts and flashcards.

What tasks are included in the task analysis?

The unit includes tasks for identifying consonant rules, long vowel rules, vowel rules (including vowels with “r”), and creating sentences using the phonemic rules taught.

How is student performance assessed during delivery?

Assessment is tied to performance objectives, using selected texts or flashcards and measuring whether students meet the stated accuracy targets.

Aug 29, 2026

Upload by Rhys